Learning

Experience to be
Overhauled

Students will be able to
describe (written and orally)
the current weather, tell
tomorrows weather , know
vocabulary for different
weather-related clothing and
use expressions with the verb
tener .

Students will be given a
vocabulary list (seventy-five)
words where they will write
down the definitions as the
teacher goes over the definition
of each word over the
document reader in front of the
classroom. The teacher says
and writes down the definition
and the students copy on their
own list. After students have
written down all the
definitions, students will
choose twenty-five vocabulary
words and will create a bingo
chart by drawing a picture and
writing the word in Spanish for
each word. Students will play
bingo as a class where the
teacher reads out the Spanish
vocabulary word.

Subject Area:
Spanish I
Unit: Weather/ tener
expressions

What was the summary of the
learning experience

What methods used to initially
engage student interest?

Newly Overhauled Learning

Experience

Students will be able to
describe (written and orally)
the current weather,
tomorrows weather and use
expressions with the verb tener.
Students will also be able create
presentations where they will
be able to give weather
forecasts (present and simple
future present). Students will
also know weather-related
clothing.

Students will be given different
colored cards (placed in the
middle of the tables they are
seated in.) Students will be
presented with a prezi
presentation where they will
see a picture and a new
vocabulary word (in Spanish)
and then the English
translation. Students will
choose a random colored card
and draw a picture and the
Spanish word and then the
English translation on the back
of the card. There will be six
different color of cards.
Students will do this for all
seventy-five vocabulary words.
Once all new vocabulary has
been introduced, I will assign
each student a different color
and students with the same
color will gather together at a
specific table. Students will
then be told to categorize their
cards; they can choose their
categories. They will make their
categories and then they will
share with the class. As a class ,
they will choose the top
categories and their assignment
will be to place all of the
vocabulary words in a category.
They will later create a story


Student warm up is hand
written on the white board. The
warm up consists of fifteen fill
in the blank sentences (with a
word bank) that students must
complete within the first ten
minutes of class. Students may
work with their tables to finish
this assignment.
The content is delivered on the
white board (written text visual
to all students).

How was the learning content
delivered?

Students like to play bingo with
the new vocabulary words
because they have opportunity
to win extra credit passes (for
winners.) Students use extra
credit for their quizzes or tests
and since there are not too
many opportunities to earn a
pass, they enjoy playing games.

What elements of the lesson
made the content engaging to
the students?

The document camera,
projector, and audio (CD/class-
sound system) is used on a
daily basis in class lessons.
Once, or twice, a unit a video
from you tube is used (mainly
for songs that relate to the units
grammar of f the verb tener.)

List any multimedia used to
help engage attention, why was
this media chosen?

book of categories with their

colored cards. [learning
experience adapted from an
idea on pinterest.com]


Student warm up consists of a
video that shows a variety of
sports. Students are shown the
video and told to take note of
all sports (vocabulary is known
from previous unit) and the
different perfect weather that
is needed for each of the sports.
After, students will create three
sentences that state the sport
and the weather.
The content is delivered in form
of a video. [video from
stumbleupon.com ]

Having a visuals (such as videos
and pictures) enhance student
interest in the content. Students
are more likely to be interested
in the upcoming lessons and to
pay attention when information
is being presented. Students are
immediately intrigued when
told they are going to watch a
short video clip as opposed to
having fill in the blank
questions ready when they
walk into the class.

Videos, songs, and pictures are
used throughout the unit to
help engage students. Students
concentrate well when
presented with videos and are
more likely to pay attention
than to a power point
presentation. Rather than using
a video from you tube related to
the verb tener, a picture can be
shown where students need to
use the verb to create as many
expressions as they can. This
will allow the class to transition
well into an activity of
grammatical practice. [picture
from flickr]

Students will get all vocabulary

for the unit at once and then
use the content throughout the
unit. By receiving all of the
information at once, the
students have a good idea of
what vocabulary is expected of
them and have a lot of time to
use, practice, and study the
vocabulary for the cumulative
unit assessment.

How will the students interact

with the learning content?

Students have to conjugate the
verb tener. They will be given a
handout where they have to
write the different conjugations
at the top of the handout and
then fill in the blank
(sentences) with the correct
conjugation. This is an in class
activity.

How will the students express
what they know about the
learning content?

At the end of class, students will
briefly be told about the end of
the unit project. Their project
will be either a video or power
point (live) weather forecast.
Students will be told they have
a weather project and that they
will be given the guidelines,
explanations, and rubric the
following class.

Methods used to leave the
students wanting more.

Students are given visual and

physical material (that they
create with their hands) in
addition to the direct
instruction text that they are
presented with throughout the
unit. Material is varied
throughout the entire unit and
is never static. Students will
also combine new information
with old to continue to build
upon their knowledge of the
Spanish language.

Students will practice the
conjugations of the verb tener
by participating in the
conjugating with quiteball
activity. An inflatable ball (with
the pronouns written on it) and
will be passed around, when a
student catches the ball they
will conjugate the verb for the
pronoun closest to their right
thumb. This will allow students
to express their knowledge on
conjugations and the verb
tener. There will be different
rounds and in each round,
students will be responsible for
more information. For example,
in the second round, students
need to state a simple sentence
using the verb; third round,
complex compound sentence.
[learning experience from
pinterest.com]


At the end of class, students will
be shown a video of a weather
forecaster who raps as he gives
the forecast. At the end of the
video, students will be told that
they will be able to showcase
one of their own talents but
more information will be told in
the following class.
The video will catch students
attention and engage them in
the topic and peak their
interests into how the video
will incorporate into the unit
project.

Summative difference: (After your IP time how would you assess
the difference in the two learning experiences? Include both
positive aspects as well as aspects you perceive as not positive in
your analysis)
Both learning experiences introduce students to the content
needed to meet the state standards and curriculum for the class.
The first learning experience is limited to handouts, bingo games;
notes (vocabulary list) projected on the white board, the white
board, and grammar songs. The adapted, new learning experience
includes more visuals and physical activities to replace the written
text from the original unit lessons. Having students create their
own bingo charts and play bingo with the new vocabulary helps
students familiarize themselves with the pronunciation of the new
words, it provides much repetition and allows the students to get
used to the different sounds. The videos and pictures in the new
learning experience will assist in engaging students in the
material; in addition, it will help create a cognitive dissonance and
have students interested throughout lessons and for future
lessons. Event though using more videos is engaging, students
cannot get attached to the use of videos because they must have
self-motivation for engagement when content is presented in a
variety of ways. It is important to always have different styles of
introducing material to keep students engaged and always
wondering what type of lesson will be next.

https://www.pinterest.com/pin/11047961563044313/ [pinterest]
http://www.stumbleupon.com/su/8dGl3u/:14+uqW4BL:fpzxqv!g/www.youtube.com/watch?v=kga
0eKfeeTE [stumbleupon.com]
http://www.wimp.com/rappingweatherman/ [wimp.com]
https://www.flickr.com/photos/browntj/16231931969/in/photolist-qJmTS2-dbbFxR-4LGyff-
56JhQ1-mR8BvV-gUAJJ-rgNbhQ-4eJLjz-7UdYjK-o69AzC-8tADmK-pimXT4-qgfSza-g8Jiw1-mQqh4-
8Fznd8-4Biv2N-C27Zk-3sYzYE-r4oRjP-dSnXck-bt7pS6-8wUQB-jVELJ5-985jXV-4Yd1ZT-of5Jpw-
8U7o4j-qn2aDa-6qP377-bsqw1L-ei5u4r-aQKe7D-89h2Hj-vduCvB-pzBh4L-4pwrW8-fiSLks-hQ51Tc-
iUiKyL-cbMB3-tcFaW-e3aK1D-dnBpJi-akiYJK-e3iakW-PjvxF-dKx8P8-qqpVdg-c4NAJq [flickr.com]
https://www.pinterest.com/pin/385268943093540533/ [pinterest.com]